Fauxist Fossils Fun: Summary Report on Working with school groups to re-imagine the Fauxistosaur & Critique Scientific Hegemony, 2008

The Hyper Screem Monster by Jubi (6 y.o) A draft of the Chain Lizards by Guillermo (8 y.o) Contents: - Fauxist Fossil-Fragment Fun w/ Goulburn West Primary School, NSW, Australia, May 2008 - Fauxist Fossil-Fragment Fun w/ MLK primary school, Oakland, CA, USA, July 2008

- Summary: - Standouts - Possible improvements to group work - High School Exercise Extensions

Associated documents:

2006- Fauxist Fossil-Fragments Fun 2007- The Fauxistosaur 2006- 99% of The Problem

Principles By treating students as capable and cutting-edge thinkers and designers, by offering them a chance to become scientists and worldmakers, and by not dumbing-down the contemporary issues of fossil politics, the militarization of biology, GE, and global capital, We believe that we side-step many of the restrictions of their school curricula, which is evidenced in their excitement and sheer productivity. Fossil Fragment extrapolation- The field of Paleoanatomy investigates and constructs anatomy and evolution using fossil remains, and tries to fit the (often largely hypothetical) animals into a schema of analogous forms, morphological progressions of intermediate/transitional forms between known species, thus illustrating evolution. Analogous and transitional forms illustrate the transition between reptiles and birds for example, finding organs and limbs that are of similar function. Practice

After an initial discussion about the exercises, the historical beliefs about fossils, and the practices of fossil fragment extrapolation (the inferring of a complete organism from a small or incomplete piece) We gave each student (or pair of students) a fossil fragment and asked them to make a detailed diagram of it. Some of the fossil fragments consisted of unidentifiable objects, easily recognisable household objects or political schema. Then, asking the students to trace the outer perimeter of their fossil fragment diagrams on a separate sheet of coloured paper. This tracing was cut out and discarded to form a window so that when the paper border was placed over the paper containing the fossil fragment diagram, only the diagram appeared. Using a different colour pencil students completed their fossil drawing (to scale, extrapolating outward from the fragment) on the construction paper containing the fossil fragment diagram, ending up with a drawing of an organism from which, they believed, the fossil fragment had come from. Thus each student ended up with a complete fossil drawing having two parts: the original fossil fragment drawing in one colour and the inferred drawing of a complete organism in another/many colours, glittering materials, contexts, intents and ramifications. We then had the students staple together the construction paper with the previously cut window and the paper with the complete drawing (stapled on one side such that they could be flipped open) so the fossil fragment diagram only showed through the construction paper window. We then had any willing students make an oral Presentation in which they described the habitat, diet, behaviour, fashion, politics, futurity and other characteristics of the organisms they have extrapolated from the fossil fragments, encouraging them to be as wild and fanciful as they desired, and asked whether some students knew in advance what organism their fossil fragment came from (e.g., the Fauxistosaur). If so, We asked whether their knowledge affected the inferences they made about the habitat, diet, style etc., of the complete organism that they inferred from the fossil fragment, and used this to explain that scientists' prior knowledge often influences their interpretations of the data and affect their conclusions.

An example of syncretic design: The Being (the Racheals (5 y.o) draft Drill Worm, extrapolated from a shale Rock-Car Tortoise by Jamie, 6 y.o) as vehicle, house, sample, which she explained as: A worm made of worms like a geologic and biologic recombinance. moving ladder. The worm(s) could evidently move through solid matter unhindered.

From here We compared those organisms that different students have inferred from similar or identical fossil fragments. If those organisms were different, We asked: "Can we tell for certain from which organism the original fossil fragment comes?"

"Is it possible that scientists face a similar situation?" Can scientists differ in the inferences they derive from evidence? If yes. How can such differences be settled? and explained that all too often scientists may reach differing conclusions based on the same evidence, just as the students have done in this activity. Scientists also often hold their views strongly and do not give them up easily. We made it explicit that what they have done is very similar to what paleobiologists and other scientists that investigate fossils often do, pointing out that much creativity is involved in extrapolating or inferring from fossils the kind, habitat, and life style of the organisms whose fossils or fossil-fragments are investigated.

We then made it explicit the fact that only 1% of all life on earth has ever been preserved in the fossil record, and explored the possible meanings of this in terms of the students drawings, having them try to imagine the 99% of drawings that remained unmade, around their drawing, in this instance. After some wild responses, We concluded the activity by showing a number of the Fauxiostosaurs on the overhead projector. Asking the students about what they think the Fauxistosaur is trying to tell us, and posed questions like: "Is it likely that, in such attempts, scientists may end up with a final picture that is completely different from what actually was the case?", or What are the power structures behind such a judgment?, What would a Fauxist do?

Standouts included: Many open-ended and amorphous extrapolations- that featured adaptable/shifting components, aesthetics etc. The fluid and often jolting incorporation of objects, narrative, imaginary beings, and the minutia of daily life- food, rest etc.- into the lifeform designs, and the building of webs of inter-relational beings and ecosystem explanations. Summary The student designers came up with cutting edge, imaginative ideas, and we all learnt a lot about the true possibilities of fossil extrapolation, lifeforms, and the pitfalls of hegemonic, reductive science. It all went wonderfully, except when Luke partially imbibed the Feather-Saur Plan for the weightless cloud room that Racheal drew so well And one elaborate piece of Fauxistosaur modeling involving XXX collapsed before a photo could be taken. Obviously, this being, designed for weightlessness, couldn't be used in the gravity environment of the school. Every being design was awarded a particular prize, for example the Most Glamorous Lifeform and Most Animals in One. We issued Fauxist Mock Patents (to prevent genetic corporations from capitalizing on our designs etc.). Introducing ideas of cloning, genetic engineering, and the opportunities they provide in lifespace really had the kids thinking, we stuck mainly to pet animals but the kids took it in every direction- notable examples being Janies Bubbling Elephant (which breathed bubbles for her playground), and Staceys Trampoline Stingray (self-explanatory). Possible improvements to group work - Combinations of differing age groups to stimulate one another and aid in building complicated designs. - Designing habitats, beings on other worlds, foods, etc. to accompany or situate the beings. - Exploring the use of differing formats- dioramas, collage, performance, reenactment etc. to explore

fossil play. - Many designers included cartoon/pop culture characters or celebrities, and television scenarios- like

Barbie, Barney, or Baywatchs David Hasselhoff, and We have found this an effective way to help radical imaginings of life, and a way to critique the value systems of such productions.

Left: The Singing Feathered Unicorn Dinosaur, by Luke, 9 y.o. This being, extrapolated from a fur coat and a model allosaurus fossil fragment, was looking quite literal until Luke explained that they can sing to make the weather. Right: Angel Homer-Simpson-Osaur by Racheal, 7y.o. A T-Rex suburban dad angel! Extrapolated from a picture of the Simpsons and a trinket of Mary Magdelene. The single large foot Can act as a boat & a house when needed. Antipodean indeed!

Possible Extensions: High school Telling the story of the evolution of man (Homo sapiens) over the course of the past 5 million years. Biosocial scientists have formulated several elaborate and differing storylines about this evolution. It is noteworthy that all that is available to those scientists is a few teeth, tools, and parts of skulls and skeletons that can be spread over one moderately-sized table! Inference, imagination, and creativity serve to fill in the gaps, which in this case seem to be enormous! Using some examples of artefacts or fragments, have the students produce new stories for them, new social orders and histories of gender, race, capital etc. At this point take the students through the next stages of Fauxist theory- various critiques of science, the reductive/parsimonious paradigm, notions of Fabulousness and Mystique as they apply to the 99% of unknown life, and therefore, humanity. The same discussion can be carried further to introduce students to the notion that scientific knowledge is affected by the social and cultural context in which it is produced. The differing story lines in the above example about the evolution of humans were in fact the product of social and cultural factors. Until recently, the dominant story was centred about `the man-hunter' and his crucial role in the evolution of humans to the form we now know. This scenario was consistent with the white male culture- that continues to dominate scientific circles. As the feminist movement grew stronger and women were able to claim recognition in the various scientific disciplines, the story about hominid evolution started to change. One story that is more consistent with a feminist approach is centred about `the female gatherer' and her central role in the evolution of humans. Explore the changes in theories of Empathy, polyandry, and the myth of the coy female. It is noteworthy that both story lines are consistent with the available evidence. Expand outward.

Contact NFTFI or the address below for lesson plans and further photographs and summaries of the activities related above. Fauxist.regret@gmail.com

The Fauxist International 2009